Defense Date

3-14-2022

Graduation Date

Spring 5-13-2022

Availability

One-year Embargo

Submission Type

dissertation

Degree Name

PhD

Department

Counselor Education and Supervision (ExCES)

School

School of Education

Committee Chair

Waganesh Zeleke

Committee Member

David Delmonico

Committee Member

Mathew Joseph

Keywords

contemplative pedagogy, helping professions, counseling, faculty perspectives

Abstract

The phenomenon of faculty who utilize contemplative pedagogy in the helping professions is a topic rarely discussed in the literature. In my review of the literature, I have found only one dissertation on faculty perspectives, one dissertation on individuals in higher education, and one study that used the perspective of faculty as the primary data. While this information is valuable, it is not context-specific research on how faculty in the helping professions experience practicing contemplative pedagogy. At present, there are no studies that explore how faculty process and utilize contemplative pedagogy when teaching in the helping profession; this study contributes to bridging the gap in the literature. The purpose of this hermeneutic phenomenological-oriented study is to explore, understand, and describe how faculty who teach in the helping professions process and utilize contemplative pedagogy in their teaching. Eight themes emerge as a result of this study. Some of the themes emphasized the lived existential of being contemplative practitioners and teaching in the helping professions. Some of the themes highlighted the risk factors that existed in the academic careers and working environment. Stress-related to academic careers was ranked as the highest risk factor, and contemplative pedagogy being a non-traditional approach, was ranked as the second risk factor. Some of the themes emphasizes protective factors that appear as the faculty mitigate the experience of using contemplative pedagogy in their teaching. The ability to showcase their expertise in a professional helping field and fulfill their teaching goals are the most ranked protective factors. The implication for this research is that utilizing contemplative pedagogy in one’s teaching can be an overall support for faculty teaching in the helping professions.

Language

English

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